Table 5 Spontaneous feedback collected from students during the face-to-face optional course
From: Blended learning of radiology improves medical students’ performance, satisfaction, and engagement
Overall n = 259 | Promotion 1 n = 68 | Promotion 2 n = 88 | Promotion 3 n = 103 | |
|---|---|---|---|---|
Concept of pleasure in learning | 750 | 216 | 234 | 300 |
Engaging | 102 (38.6) | 38 (55.8) | 24 (27.3) | 40 (38.8) |
Adapted format | 110 (42.4) | 19 (27.9) | 41 (46.6) | 50 (48.5) |
Motivating | 130 (50.2) | 35 (51.5) | 43 (48.9) | 52 (50.5) |
Didactic | 120 (46.3) | 50 (73.5) | 30 (34.1) | 40 (38.9) |
Clear | 119 (45.9) | 30 (44.1) | 38 (43.2) | 51 (49,5) |
Correspond to their needs | 169 (65.3) | 44 (64.7) | 58 (65.9) | 67 (65.0) |
Concept of flexibility | 314 | 81 | 95 | 138 |
Enhances autonomy | 218 (84.2) | 60 (88.2) | 68 (77.3) | 90 (87.4) |
High availability | 96 (37.0) | 21 (17.6) | 27 (30.7) | 48 (46.6) |
Points needing improvement | 261 | 84 | 71 | 106 |
Extend the content to other imaging learning | 65 (24.9) | 11 (16.2) | 23 (26.1) | 31 (30.0) |
Technical adjustment (bad sound, inappropriate background color) | 52 (20.0) | 18 (26.5) | 12 (16.9) | 22 (21.4) |
Lack of courses dedicated to normal abdominal imaging | 75 (28.6) | 6 (8.8) | 27 (38.0) | 42 (40.8) |
Need for material support (PDF, downloaded videos) | 69 (26.6) | 49 (72.0) | 9 (10.2) | 11 (10.7) |
Concept of performance and time optimization | 200 | 72 | 55 | 73 |
Allows progression | 128 (49.4) | 49(72.0) | 37 (42.0) | 42 (40.8) |
Time-saving | 72 (27.8) | 23(33.8) | 18 (20.5) | 31 (30.1) |